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Attai Shanna L. Reyes Jorge C. Davis John L. York Judy Ranney Kerri Hyde Truell W. 《Learning Environments Research》2021,24(2):153-167
Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to... 相似文献
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Austin Ranney Percy Tannenbaum Leslie Kostrich Av Westin Marvin R. Bensman John Carey 《Communication Booknotes Quarterly》2013,44(12)
CHANNELS OF POWER: THE IMPACT OF TELEVISION ON AMERICAN POLITICS by Austin Ranney (New York: Basic Books, 1983---$14.95) TURNED-ON TV/TURNED-OFF VOTERS: POLICY OPTIONS FOR ELECTION PROJECTIONS by Percy Tannenbaum and Leslie Kostrich (Beverly Hills, Calif.: Sage Books, 1983---$25.00) NEWSWATCH: HOW TV DECIDES THE NEWS by Av Westin (New York: Simon and Schuster, 1982---$6.95, hardcover also available) BROADCAST REGULATION: SELECTED CASES AND DECISIONS by Marvin R. Bensman (Washington, D.C.: University Press of America, 1983---$19.50/8.75) MODULARIZATION AND PACKAGING OF PUBLIC TELEVISION PROGRAMS by John Carey et al. (Washington, D.C.: Corporation for Public Broadcasting, Office of Policy Development and Planning, 1983---price not given, paper) PRIME-TIME TELEVISION: A PICTORIAL HISTORY FROM MILTON BERLE TO “FALCON CREST” by Fred Goldstein and Stan Goldstein (New York: Crown 1983---$25.00) 相似文献
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Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes 总被引：1，自引：0，他引：1
This study has two purposes: (a) methodological—to design and test a new instrument able to reflect changes in attitudes toward science over time, and (b) investigative—to find out the effect of two similar curricular treatments on the attitudes of two classes. Items about the relevance of science to students' lives were developed, pilot‐tested, and analyzed using Rasch modeling. We then divided reliable items into three equivalent questionnaire forms. The final three forms of the questionnaire were used to assess high school students' attitudes. Over 18 weeks, one class used a core curriculum (Science and Sustainability) to learn science in the context of making decisions about societal issues. A second class used the same core curriculum, but with parts replaced by computer‐based activities (Convince Me) designed to enhance the coherence of students' arguments. Using traditional and Rasch modeling techniques, we assessed the degrees to which such instructional activities promoted students' beliefs that science is relevant to them. Both classes tended to agree more, over time, that science is relevant to their lives, and the increases were statistically equivalent between classes. This study suggests that, by using innovative, issue‐based activities, it is possible to enhance students' attitudes about the relevance of science. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 757–775, 2003 相似文献
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Recovering Techne 总被引：1，自引：1，他引：0
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David R. Thomas Alan R. McKelvie Michael Ranney Thomas B. Moye 《Learning & behavior》1981,9(4):581-586
In Experiment 1, three (experimental) groups of pigeons (n=8) acquired a successive wavelength discrimination in Phase 1 and a reversal in Phase 2; then, after a 24-h delay, they received a wavelength generalization test in extinction (Phase 3). For one group (“Context Same”), the same context was present throughout; for both others, a different context was used for Phase 1 and Phase 2. One group received the generalization test in the presence of Context 1, the other in Context 2. The Context Same and Context 2 experimental groups showed “recency,” with all gradients peaking at the reversal S+ value. The Context 1 group yielded several different response patterns but never showed recency, thus revealing context-generated proactive interference. In Experiment 2, eight subjects learned the original discrimination and its reversal in different contexts, and each bird was tested alternately (within a session) in both contexts. Under this condition, the test contexts were effective retrieval cues. In every case, the gradients obtained in each context peaked sharply at the appropriate S+ value. These experiments indicate that conflicting memories may be stored along with their associated contexts such that they can be retrieved by an appropriate manipulation of contextual cues at the time of retention testing. 相似文献
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